Previous research on Chinese-English dual language programs in the United States has found that teaching effects are often compromised by communication and classroom management issues due to cultural differences. Since classroom teaching does not always unfold as language teachers’ planning, it is important for teachers to be able to cope with unscripted actions, and maintain the flow of teaching. Using multimodal conversation analysis, this research focuses on the contingent use of multimodal and verbal resources by a Chinese teacher in a Chinese immersion classroom of English-speaking young learners. Drawing on the theory of teacher contingency and translanguaging, this research shows through the contingent orchestration of semiotic resources, language teachers can transform unplanned moments or unexpected student responses into meaningful learning opportunities, establish rapport, and create improvised teaching materials.

中文翻译：

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少儿汉语浸入式课堂中教师的偶然性：跨语言视角

此前对美国中英双语课程的研究发现，由于文化差异，教学效果往往会因沟通和课堂管理问题而受到损害。由于课堂教学并不总是按照语言教师的计划展开，因此教师能够应对即兴的行为并保持教学的流畅性非常重要。本研究利用多模态对话分析，重点研究中文教师在英语幼儿学习者的中文沉浸式课堂上对多模态和言语资源的偶然使用。本研究借鉴教师偶然性和跨语言理论，表明通过符号资源的偶然编排，语言教师可以将计划外的时刻或意想不到的学生反应转化为有意义的学习机会，建立融洽关系，并创作即兴教材。